ABSTRACT

Background

The author discusses an in-depth study of the participatory budgeting process in Chicago’s 49th Ward (PB49), a deliberative democratic process in which all residents and ideas were positioned as equal, relying on rational arguments to make decisions about municipal funding allocations. The study documented collective decision-making practices as they related specifically to predominantly Spanish-speaking Latino immigrants.

Methods

Utilizing an expanded cultural-historical activity theory interventionist framework, the study examined two iterations of the PB49 process. The author combines two discourse analysis methods to identify participants’ learning over time and events, beyond the individual level.

Findings

The study identified moments of systemic contradictions that either challenged or supported the inclusion and engagement of Latino participants in the PB49 process. The findings revealed the double-bind of diversifying participation in the PB49 process.

Contribution

The study shows that expansive learning comprises two distinct levels—collective and system-level learning—though it can occur collectively without materializing at the system level. The study reports on the lasting impact of resolving the double-bind of the PB49 process through the creation of a new activity structure/intervention—a Spanish-Language Committee—designed to support the agentic participation of Latino participants, which became evident through Latino participants’ claims-making abilities.

中文翻译：

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公民社会中的拉美裔移民：解决参与式预算中广泛学习的双重参与问题

摘要

背景

作者讨论了对芝加哥第49区（PB49）的参与性预算过程的深入研究，这是一种协商性民主过程，在该过程中，所有居民和思想都处于平等地位，并依靠理性的论点做出有关市政资金分配的决策。该研究记录了集体决策做法，因为它们与主要是讲西班牙语的拉丁裔移民有关。

方法

利用扩展的文化历史活动理论干预主义框架，该研究考察了PB49过程的两次迭代。作者结合了两种语篇分析方法，以识别参与者在个人层面上随着时间和事件的学习情况。

发现

该研究确定了系统性矛盾的时刻，这些时刻挑战或支持了PB49进程中拉美裔参与者的包容和参与。这些发现揭示了参与PB49流程多元化的双重障碍。

贡献

该研究表明，扩展学习包括两个不同的层次-集体学习和系统级学习-尽管它可以集体发生而不在系统级实现。这项研究报告了通过建立新的活动结构/干预措施（西班牙语言委员会）来解决PB49流程双重障碍的持久影响，该活动旨在支持拉丁裔参与者的代理参与，这一点在拉丁裔参与者中显而易见提出索赔的能力。